No abstract / Mini Dissertation (LLM)--University of Pretoria, 2019. / Private Law / LLM / Unrestricted

This dissertation attempts to determine to what extent sections 88 and 90 of the Customs and Excise Act 91 of 1964 comply with the constitutional right to just administrative action, read with the provisions of the Promotion of Administrative Justice Act 3 of 2000. As international trade increases, it is increasingly important that the provisions of the Customs and Excise Act 91 of 1964 which regulate the industry are regarded as constitutional as potential trade between South Africa and other countries may be lost if the said provisions are not seen as promoting administrative justice. As wide and far-reaching powers are conveyed upon an administrator acting in accordance with the provisions of sections 88 and 90 of the Customs and Excise Act 91 of 1964, it is important that the said provisions are regarded as constitutional. As not only goods, but also vessels, vehicles and other property used in connection with the suspected goods may be seized in terms of the aforementioned sections, the danger of potential large-scale pecuniary losses to the trader immediately becomes evident. As the current provisions do not allow an affected party to state his or her case before the action in terms of sections 88 and 90 is taken by an administrator, nor require the administrator to provide reasons for his or her action, the legality of the said provisions are tested against the provisions of the Constitution of the Republic of South Africa, 1996, as effected by the Promotion of Administrative Justice Act 3 of 2000. The remedies available to an affected party of an action in terms of the relevant sections of the Customs and Excise Act 91 of 1964 are discussed in depth, together with the issue of the determination of the procedural fairness of such action. Certain practical guidelines in the exercising of powers in terms of the aforementioned sections are also given, providing an administrator with a minimum framework of responsibilities and guidelines in order to ensure that the legality of his or her action cannot be brought into dispute. As is evident from the content of this paper, the constitutionality of any action in terms of the relevant sections of the Customs and Excise Act 91 of 1964 will almost always depend on the circumstances of the individual case. It is therefore of the utmost importance that an administrator applies his or her mind in a reasonably acceptable manner in order to ensure compliance with the administrative justice provisions of the Constitution of the Republic of South Africa, 1996. The dissertation consists of a literary study, focusing on the latest developments regarding the promotion of justice in the international trade industry in South Africa, taking into account statutory provisions, case law, text books, journal articles as well as internet sources. / Thesis (LL.M. (Import and Export Law))--North-West University, Potchefstroom Campus, 2010.

This dissertation attempts to determine to what extent sections 88 and 90 of the Customs and Excise Act 91 of 1964 comply with the constitutional right to just administrative action, read with the provisions of the Promotion of Administrative Justice Act 3 of 2000. As international trade increases, it is increasingly important that the provisions of the Customs and Excise Act 91 of 1964 which regulate the industry are regarded as constitutional as potential trade between South Africa and other countries may be lost if the said provisions are not seen as promoting administrative justice. As wide and far-reaching powers are conveyed upon an administrator acting in accordance with the provisions of sections 88 and 90 of the Customs and Excise Act 91 of 1964, it is important that the said provisions are regarded as constitutional. As not only goods, but also vessels, vehicles and other property used in connection with the suspected goods may be seized in terms of the aforementioned sections, the danger of potential large-scale pecuniary losses to the trader immediately becomes evident. As the current provisions do not allow an affected party to state his or her case before the action in terms of sections 88 and 90 is taken by an administrator, nor require the administrator to provide reasons for his or her action, the legality of the said provisions are tested against the provisions of the Constitution of the Republic of South Africa, 1996, as effected by the Promotion of Administrative Justice Act 3 of 2000. The remedies available to an affected party of an action in terms of the relevant sections of the Customs and Excise Act 91 of 1964 are discussed in depth, together with the issue of the determination of the procedural fairness of such action. Certain practical guidelines in the exercising of powers in terms of the aforementioned sections are also given, providing an administrator with a minimum framework of responsibilities and guidelines in order to ensure that the legality of his or her action cannot be brought into dispute. As is evident from the content of this paper, the constitutionality of any action in terms of the relevant sections of the Customs and Excise Act 91 of 1964 will almost always depend on the circumstances of the individual case. It is therefore of the utmost importance that an administrator applies his or her mind in a reasonably acceptable manner in order to ensure compliance with the administrative justice provisions of the Constitution of the Republic of South Africa, 1996. The dissertation consists of a literary study, focusing on the latest developments regarding the promotion of justice in the international trade industry in South Africa, taking into account statutory provisions, case law, text books, journal articles as well as internet sources. / Thesis (LL.M. (Import and Export Law))--North-West University, Potchefstroom Campus, 2010.

Children, growing up in this digital era incorporate technology into play, communication and learning. Therapists working with children endeavour to use mediums with which children are familiar and thus need to make a decision whether to include technology in or exclude technology from their therapeutic environments. This is no easy decision, in the midst of negative publicity regarding the role technology plays in children‘s lives. A deeper understanding of what encourages or discourages therapists from using technology as a therapeutic medium with children could guide practitioners in their decisions regarding the use of technology in therapy. The aim of this study was to explore and describe experiences of therapists using technology, as a therapeutic medium with children. A qualitative multiple case study design was used. Experiences were defined as the “active process" of reinterpreting the "physical, perceptual, affective and cognitive aspects" of being exposed to events to bring about a change in response options (McKnight & Sechrest, 2003:471). Data were collected by means of semi-structured interviews and visual data. Seven therapists participated in the research, selected by means of non-probability purposive sampling and snowball sampling. Collected data and reflective field notes were analysed thematically, using an inductive, interpretive approach, guided by a theoretical framework, the Theory of Reasoned Action (TRA). Findings indicated that all participants were aware that children find technology appealing, but participants who were older or psychodynamically orientated were less inclined to incorporate technology as a therapeutic medium. Participants who were experimental by nature used technology as a therapeutic medium with some caution. Experimentally inclined participants who had received training in using technology used technology not only as a therapeutic medium, but also more confidently as a play medium. Participants were deterred mainly by the uncertainty of the therapeutic value of technology, the lack of ethical guidelines regulating the use of technology in therapy and the concern that technology may interfere with the therapeutic process. Further research regarding parents’ and child-clients’ perspectives of using technology in therapy would perhaps reduce speculative perceptions. Research regarding therapists’ values and perceptions of technology as a therapeutic medium could guide stakeholders in their development of training programs and necessary ethical guidelines. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

'n Onafhanklike, ondersoekende en verantwoordelike media word beskou as een van die belangrikste rolspelers waarvan die behoud van die demokrasie in Suid- Afrika afhanklik is. Die regte en vryhede van die media geniet grondwetlike erkenning en beskerming. As fundamentele regte en onontbeerlike komponente van mediavryheid, waarborg die Grondwet van die Republiek van Suid-Afrika, 1996 aan elkeen die reg op vryheid van uitdrukking (artikel 16) en die reg op toegang tot inligting (artikel 32). Die grondwetlike beskerming van mediavryheid bemagtig die media om (i) openbare aangeleenthede in belang van die publiek aan te spreek, (ii) die staat tot deursigtigheid, openheid en verantwoording op te roep en (iii) as teenwig teen magsmisbruik en wanpraktyke aan regeringskant op te tree. Die reg op mediavryheid is egter nie absoluut afdwingbaar nie en kan gevolglik in die toepassing daarvan beperk word. Die staat beskik oor die gesag om dié reg aan beperkings onderhewig te stel ten einde ander individuele fundamentele regte te beskerm of belangrike openbare belange te dien. Sodanige staatsoptrede is egter slegs moontlik indien dit, weens die oppergesag van die Grondwet (artikel 2), in ooreenstemming met die grondwetlike bepalings geskied. Desnieteenstaande word die media, ondanks die belangrike rol wat hulle ter behoud van die demokrasie in Suid-Afrika vervul en die grondwetlike erkenning en beskerming wat aan mediavryheid verleen word, voortdurend onder groot druk geplaas. Die meeste druk kom van die staat se kant. Die aanname en beoogde implementering van die Protection of State Information Bill, 2010 dien as mees resente voorbeeld hiervan. Staats- en administratiefregtelike beperkings op mediavryheid sal, indien die Wetsontwerp gepromulgeer word, aan die orde van die dag wees. Aangesien die voorgenome beperkings op grond van hulle potensiële ongrondwetlikheid wyd gekritiseer word, is dit die vernaamste doel van hierdie studie om die grondwetlike grense waarbinne die staat mediavryheid mag beperk, te omlyn en ondersoek in te stel na die trefwydte en grondwetlikheid van die staat se gesag om beperkings op mediavryheid te plaas. Deur die omvang van staatsgesag in die algemeen en in besonder rakende die beperking van mediavryheid, aan die hand van die relevante grondwetlike voorskrifte te ondersoek, is bevind dat alle staatsoptrede streng deur die Grondwet gereguleer word. Alhoewel die reg op mediavryheid vatbaar is vir regulering en beperking, is tot die slotsom gekom dat die Grondwet ingevolge artikels 33 en 36 duidelike grense vir die beperking daarvan deur die staat stel. Alle uitvoerende en administratiewe staatsorgane wat kragtens wetgewing en uit hoofde van die diskresionêre bevoegdhede wat aan hulle verleen word, die reg op mediavryheid beperk, moet aan die vereistes vir regverdige administratiewe optrede voldoen. Bygevolg moet alle administratiewe besluite en handelinge wat die reg op mediavryheid beperk, regmatig, redelik en prosedureel billik wees en met die verskaffing van voldoende skriftelike redes gepaard gaan. Sowel staatsregtelike as administratiefregtelike beperkings op mediavryheid moet voldoen aan die vereistes wat die algemene beperkingsklousule vir die grondwetlike beperking van fundamentele regte stel. Enige beperking van die reg op mediavryheid moet dus kragtens 'n algemeen geldende regsvoorskrif geskied en moet, met in agneming van die artikel 36-sleutelfaktore, as redelik en regverdigbaar binne 'n oop en demokratiese samelewing gebaseer op menswaardigheid, gelykheid en vryheid plaasvind. Enige staats- en administratiefregtelike beperkings op mediavryheid wat nie aan hierdie grondwetlike vereistes voldoen nie, is gevolglik ongrondwetlik. Nadat die bepalings ter beperking van mediavryheid deur die Protection of State Information Bill, 2010 krities ontleed is, is bevind dat dit nie daarin sal slaag om die grondwetlike toets te slaag nie. / LLM, North-West University, Potchefstroom Campus, 2015

Children, growing up in this digital era incorporate technology into play, communication and learning. Therapists working with children endeavour to use mediums with which children are familiar and thus need to make a decision whether to include technology in or exclude technology from their therapeutic environments. This is no easy decision, in the midst of negative publicity regarding the role technology plays in children‘s lives. A deeper understanding of what encourages or discourages therapists from using technology as a therapeutic medium with children could guide practitioners in their decisions regarding the use of technology in therapy. The aim of this study was to explore and describe experiences of therapists using technology, as a therapeutic medium with children. A qualitative multiple case study design was used. Experiences were defined as the “active process" of reinterpreting the "physical, perceptual, affective and cognitive aspects" of being exposed to events to bring about a change in response options (McKnight & Sechrest, 2003:471). Data were collected by means of semi-structured interviews and visual data. Seven therapists participated in the research, selected by means of non-probability purposive sampling and snowball sampling. Collected data and reflective field notes were analysed thematically, using an inductive, interpretive approach, guided by a theoretical framework, the Theory of Reasoned Action (TRA). Findings indicated that all participants were aware that children find technology appealing, but participants who were older or psychodynamically orientated were less inclined to incorporate technology as a therapeutic medium. Participants who were experimental by nature used technology as a therapeutic medium with some caution. Experimentally inclined participants who had received training in using technology used technology not only as a therapeutic medium, but also more confidently as a play medium. Participants were deterred mainly by the uncertainty of the therapeutic value of technology, the lack of ethical guidelines regulating the use of technology in therapy and the concern that technology may interfere with the therapeutic process. Further research regarding parents’ and child-clients’ perspectives of using technology in therapy would perhaps reduce speculative perceptions. Research regarding therapists’ values and perceptions of technology as a therapeutic medium could guide stakeholders in their development of training programs and necessary ethical guidelines. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

'n Onafhanklike, ondersoekende en verantwoordelike media word beskou as een van die belangrikste rolspelers waarvan die behoud van die demokrasie in Suid- Afrika afhanklik is. Die regte en vryhede van die media geniet grondwetlike erkenning en beskerming. As fundamentele regte en onontbeerlike komponente van mediavryheid, waarborg die Grondwet van die Republiek van Suid-Afrika, 1996 aan elkeen die reg op vryheid van uitdrukking (artikel 16) en die reg op toegang tot inligting (artikel 32). Die grondwetlike beskerming van mediavryheid bemagtig die media om (i) openbare aangeleenthede in belang van die publiek aan te spreek, (ii) die staat tot deursigtigheid, openheid en verantwoording op te roep en (iii) as teenwig teen magsmisbruik en wanpraktyke aan regeringskant op te tree. Die reg op mediavryheid is egter nie absoluut afdwingbaar nie en kan gevolglik in die toepassing daarvan beperk word. Die staat beskik oor die gesag om dié reg aan beperkings onderhewig te stel ten einde ander individuele fundamentele regte te beskerm of belangrike openbare belange te dien. Sodanige staatsoptrede is egter slegs moontlik indien dit, weens die oppergesag van die Grondwet (artikel 2), in ooreenstemming met die grondwetlike bepalings geskied. Desnieteenstaande word die media, ondanks die belangrike rol wat hulle ter behoud van die demokrasie in Suid-Afrika vervul en die grondwetlike erkenning en beskerming wat aan mediavryheid verleen word, voortdurend onder groot druk geplaas. Die meeste druk kom van die staat se kant. Die aanname en beoogde implementering van die Protection of State Information Bill, 2010 dien as mees resente voorbeeld hiervan. Staats- en administratiefregtelike beperkings op mediavryheid sal, indien die Wetsontwerp gepromulgeer word, aan die orde van die dag wees. Aangesien die voorgenome beperkings op grond van hulle potensiële ongrondwetlikheid wyd gekritiseer word, is dit die vernaamste doel van hierdie studie om die grondwetlike grense waarbinne die staat mediavryheid mag beperk, te omlyn en ondersoek in te stel na die trefwydte en grondwetlikheid van die staat se gesag om beperkings op mediavryheid te plaas. Deur die omvang van staatsgesag in die algemeen en in besonder rakende die beperking van mediavryheid, aan die hand van die relevante grondwetlike voorskrifte te ondersoek, is bevind dat alle staatsoptrede streng deur die Grondwet gereguleer word. Alhoewel die reg op mediavryheid vatbaar is vir regulering en beperking, is tot die slotsom gekom dat die Grondwet ingevolge artikels 33 en 36 duidelike grense vir die beperking daarvan deur die staat stel. Alle uitvoerende en administratiewe staatsorgane wat kragtens wetgewing en uit hoofde van die diskresionêre bevoegdhede wat aan hulle verleen word, die reg op mediavryheid beperk, moet aan die vereistes vir regverdige administratiewe optrede voldoen. Bygevolg moet alle administratiewe besluite en handelinge wat die reg op mediavryheid beperk, regmatig, redelik en prosedureel billik wees en met die verskaffing van voldoende skriftelike redes gepaard gaan. Sowel staatsregtelike as administratiefregtelike beperkings op mediavryheid moet voldoen aan die vereistes wat die algemene beperkingsklousule vir die grondwetlike beperking van fundamentele regte stel. Enige beperking van die reg op mediavryheid moet dus kragtens 'n algemeen geldende regsvoorskrif geskied en moet, met in agneming van die artikel 36-sleutelfaktore, as redelik en regverdigbaar binne 'n oop en demokratiese samelewing gebaseer op menswaardigheid, gelykheid en vryheid plaasvind. Enige staats- en administratiefregtelike beperkings op mediavryheid wat nie aan hierdie grondwetlike vereistes voldoen nie, is gevolglik ongrondwetlik. Nadat die bepalings ter beperking van mediavryheid deur die Protection of State Information Bill, 2010 krities ontleed is, is bevind dat dit nie daarin sal slaag om die grondwetlike toets te slaag nie. / LLM, North-West University, Potchefstroom Campus, 2015

In Januarie 1914 het ‘n algehele industriële staking in die Unie van Suid-Afrika (SA) uitgebreek en die Unieverdedigingsmag (UVM) sou vir die eerste keer operasioneel aangewend word om die staking te onderdruk. Die Staande mag van die UVM was nog nie gereed om die staking op hul eie te onderdruk nie en gevolglik is die kommando’s van die Burgermagreserwes opgekommandeer vir diens. Probleme is dus destyds met die samestelling en organisasie van die UVM, as gevolg van die intergrasie van die verskillende militêre kulture, ondervind. Die Unieregering het op baie van die gewone burgers wat in die Anglo-Boereoorlog (ABO) in kommando’s geveg het, se ondersteuning en deelname om die staking te onderdruk, staatgemaak. Die tradisionele kommandostelsel van die voormalige Boererepublieke sou dus vlugtig tydens die 1914-staking herleef. Die Afrikaner het as gevolg van verskeie redes op kommando gegaan om die staking te help onderdruk. Die groeiende gees van nasionalisme onder die Afrikaner kon ook tydens die staking waargeneem word en sou tesame met die suksesvolle aanwending van die kommando’s tydens Januarie 1914 bydra tot die Rebellie later die jaar. Die politieke, ekonomiese en sosio-maatskaplike omstandighede van destyds het tot die nywerheidstaking van Januarie 1914 bygedra. Die rol wat die vakbonde en mynbedryf in die tydperk voor die Eerste Wêreldoorlog gespeel het, het ook bygedra tot die staking. Die ervaringe en omstandighede van die kommandolede tydens ontplooiing in Januarie 1914 is ‘n belangrike aspek van die sosiale militêre geskiedskrywing in SA. Onderwerpe soos, mobilisasie, voorrade, vervoer, dissipline, asook demobilisasie en kompensasie werp dus lig op die ervaringe en omstandighede van gewone burgers op kommandodiens tydens die staking. Die aanwending van die kommando’s tydens die 1914-staking het uiteenlopende reaksies van die verskillende groepe in die gemeenskap tot gevolg gehad. Die betrokkenheid van ander rolspelers, soos swart mense en vrouens, tydens die staking was gering, dog belangrik vir die Suid-Afrikaanse geskiedenis. Copyright / Dissertation (MHCS)--University of Pretoria, 2010. / Historical and Heritage Studies / unrestricted

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015